


PRACTICAL AIDS IN TEACHING 

ENGLISH 

GRAMMAR . COMPOSITION 

AND 

SPELLING 




By 

Wm. W. Dixon and Matilda M. Miller 

Collaborators 






PRACTICAL AIDS IN TEACHING 

ENGLISH 

GRAMMAR - COMPOSITION 

AND 

SPELLING 

INCLUDING A MONOGRAPH ON THE 
"PUBLIC LIBRARY" 




Collaborated by 

WM. W. DIXON ' 

Principal Industrial and Continuation Schools 
and 

MATILDA M. MILLER 

Principal Sixth Ward Public School 

Secretary Northwestern Wisconsin Teachers' Association 

Eau Claire, Wisconsin 



Printed by 
EAU CLAIRE PRESS COMPANY 



Eau Claire, Wisconsin 



©CI.A446632 
NOV 27 1916 



•Us- 



Table of Contents 



Foreword 5 

Language Work 7 

Primary Grade Composition . 9 

Grammar Grade Composition 12 

Guide for High School Composition Work 16 

The Teaching of Grammar 17 

Practical Grammar 22 

Theme Writing 23 

A Plan for the Correction of Composition Papers. . . .25 

How to Teach Spelling 26 

A Discussion of the Public Library 30 



FOREWORD 



A year ago it was said that there has 'been no progress in the teaching 
of English in this part of the state during the past twenty years. There 
may be some truth in this statement. 

Progress for the many comes through the a^bility and efforts of the 
few. Leaders in any line of thought are few. There is 'but one Edison, 
one Marconi, one Henry Ford, and one Booker T. Washington; there was 
but one Columbus, one Lincoln, one Westinghouse, and one Grant. The 
same is true in the teaching of English, as it is in statesmanship, in war, 
and in industry. Progress for the mass of mankind, for teachers in 
(general, and for teachers of English, comes by following leaders. There is 
no other way. The first step in progress in the teaching of English then is 
to determine who are the leaders, and the next is to ^become a student 
and follower of those leaders. 'Growth comes iby effort. If we study the 
writings of the leaders and apply what they teach in our work, adapting 
it as best we can, we are making progress, provided we 'have chosen the 
right leaders. 

"Who have been the leaders — the organizers — in the teaching of Eng- 
lish in the elementary and secondary schools in the past several years? 
iNo doubt this is a question about which we might differ. The writer 
wishes to name Percival Chubb of New York, Barrett Wendell and Samuel 
Thurber of Harvard University, and Charles De Garmo now of Cornell 
University 'as leaders in the teaching of English. Mr. Chubb has pub- 
lished a book entitled. The Teaching of English; Mr. Wendell has a book 
entitled, English Composition; Mr. De Garmo has published his Language 
liessons; and Mr. Thurber contributes articles on English to magazines. 
Carpenter's Composition and Rhetoric is a lielpful text. It is clear in 
thought and statement. These publications are excellent — they are the 
best the writer has found. 

Then, if progress has not 'been made in this part of Wisconsin in the 
teaching of English, of late years, it is not the fault of these men, be- 
cause they have been writing and publishing 'books for many years. There 
are other leaders in English, but the writer has found help in studying 
the writings of the above named men. They are full of life. Every 
teacher of English should become thoroughly acq'uainted with their writ- 
ings. 

The short articles in this pamphlet are the results of the writer's 
studying the ideas of the men named above, along with others who have 
specialized in the teaching of English. He has found that the most virile 



FOREWORD. 



thought on English comes from Boston, Harvard University and New 
York City. The masters in English are in the East. 

The market is flooded with Language Lesson texts, hut most of them 
are useless. 

The articles in this pamphlet are printed in the hope that they may 
be of some help to young teachers in their teaching of a most difl&cult sub- 
ject — that of English. English is a very severe subject to handle with 
sujccess. For most teachers, composition is a baffling subject. They fail 
in it. And they fail because of lack of special training in the art of 
teaching it. Better results would follow more thorough special training. 
The teaching of English has both a psychology and a pedagogy, and 
yrhen these are not understood failure must result. 




Language Work 



The child learns English only when he gives interested, delighted, 
and eager attention. He learns English when an exciting story is read 
or told to him and when he and his teacher discuss the characters and 
events of the story; hie learns English when he reads, hears, talks 
about, or writes about whatever is of boyish interest, or which belongs 
to his world; he learns English when he hears people talk about things 
in 'Which he is interested. He does not learn English iby means of that 
wTiich is dry, formal, and uninteresting; but, rather by means of that 
which is interesting, exciting, pleasing, boyish or girlish. The dignified, 
pedagogic, disciplining, pedant who faithfully follows some analytic 
Lranguage Lessons is not an ideal teacher of English. 

Interest is one key that opens the gates which lead to the child's 
soul. It is the magic key whicli will make your efforts at all worth 
while. As a teacher of English you should know your public library. A 
teacher should have a list of splendid books which he knows will interest 
his pupils. Different l)ooks will interest different children. Keep a 
child reading; but not to excess. A child should never read a book 
through which he does not like. Fit your recommendation of books to 
l)oys and girls individually. If the children do considerable reading at 
home, there will !be an abundance of interesting su'bjects to talk about 
in the class. This is splendid oral composition. Following the oral 
discussion, a little written work should be done. The writing should 
be about some sm'all and interesting event. 

Great pains must be taken as to the form of the written work. 
Whatever your pupils write must be written for your eye, for your 
criticism and commendation. They should not write for the waste 
basket. Always find something to praise in a composition. Criticise 
kindly and belpfully. The personality of the teacher is an important 
factor in the teaching of English. The teacher should be encouraging, 
natural, appreciative, and pleasing in voice and manner. Some require^ 
ments must be positive and formal — spelling, punctuation, capitalization, 
etc., are rigid. Other requirements may be elastic and relative, as the 
choice of words, or phrases. 

The child learns English in his home, from his associates, and from 
his reading; be absorbs his English from his environment. The teacher 
should shape that environment by making the child's work in English 
interesting by supplyin!g pleasing and exciting stories, events, and reading 



8 LANGUAGE WORK. 



■l)ooks to the child. To effectively teach English the teacher must become 
a ipart of the child's environment. That part of his environment wTiich 
comes to his life through the teacher must be good, kind, interesting, lov- 
able and communicable. English should be taught through stories, poems, 
events, and ipersonal experiences. The child acquires his language by un- 
conscious aibsorption from tis environment. The teacher should shape 
and control that environment all he can through good speech, abundance 
of good reading books from the library, through vs^isely conducted written 
work, and through chosing stories and poems adapted to cMld life. 
The teacher must make him hear good speech, see good speech, speak 
good speech, read good speech, and write good speech. 




Primary Grade Composition 



Composition is both oral and written. Composition is expression in 
scliooL There is too little of oral comiposition done in the schools. The 
ear is too little trained. In the written work we must expect from the 
children rou'gli, free, hearty, work. Good form, good penmanship, and 
the power to compose, will come in due time. In the first few years the 
thought must be supplied the child. Original written work, then, in these 
years would be out of place. Some originality in thought should be re- 
quired, however. Portions of the regular lessons should he discussed 
originally in the interest of the organization of thought. Each -composi- 
tion should be short — from a short sentence or two in the first and second 
years, to a short paragraph or pair of short paragraphs in the third and 
fourth years. Enjoyment of the work and clearness of statements should 
be important ends to attained here. In the oral work at this stage, 
fhe child should be trained in clearness in expression; his statements 
should be connected and direct; and ill-usage should be corrected. As 
are a child's oral expression, so will his written habits tend to -become. 
This is the most opportune age for habit formation. Much oral compo- 
sition work is the great need now. The work should 'be very simple. The 
writing will be large, ibold, uneven and crooked. The paper should be 
unlined; the pencil should be large and soft. Only t'he very short para- 
graph should ibe used now. In due time the child's work will develop 
into an art. Throughout these early years there should be conversations 
upon the reading lesson, familiar and common industries, common domes- 
ticated animals, fairy tales, Mother Goose Stories, pictures, fables, biog- 
raphies, copying short paragraphs and verses, writing dictated sentences, 
reciting pieces, the meaning and use of words, the literature belonging to 
the grades, and drill in form. 

Drill upon form; be loyal to the facts of form here. Very little orig- 
inality is expected. Following directions to fix habits of form is the great- 
est need now. All this requires ingenuity and labor of the teacher. There 
should be a great deal of this work during the second, third and fourth 
years. There should he some written work daily. Poor work should 
not be accepted. When the pupil has become well acquainted with the 
mechanics of composition, he is then ready to give his attention to t'he 
thought side of composition work, but not before. The child learns here 
that a sentence is the expression of a complete thought. Formal gram- 
mar begins here. 

The theory, that "a cTiild should always have something to say ibe- 
fore he writes," is out of date. The doctrine that form and content can 



10 PRIMARY GRADE COMPOSITION. 

lie acquired simultaneously is in direct violation of the law of liaJbit. Tlie 
law of habit is, "Focalization plus drill in attention". Bagley says, "If 
one is to speak and write effectively, the foiin, must be largely outside the 
focus of consciousness." At this time the composition material must be 
supplied the child. By composition material is meant the thought and 
the language, the ideas and the words. These should be conveyed 
through outlines. Simple punctuation must be learned early through 
copying and dictation exercises. The most important facts of grammar 
are learned by imitation. Children should be trained to ask for the 
spelling of words ahout which they are uncertain. 

The child should read his sentence or paragraph aloud to his teacher 
in the class. If some grammatical error appears, some other child may 
(be called upon to say it in a better way. The children having errors in 
their work may make corrections as directed. It is 'best not to correct 
a child while he is reciting. He should 'be encouraged to talk; we want 
him to talk; we want him to express his thought, and he should not be 
interrupted. Criticisms should follow his recitation. We want him to 
talk, (1) to find out whether his knowledge is well organized or not, and 
(2) because his oral work determines the character of his written work. 
The reading lesson should be discussed before it is read. The discussion 
reveals the thought to the child and it fixes new words in his mind 
through the ear. He can then read it more naturally. In making cor- 
rections the pupil is to look at his book, the lesson upon the board; ask 
questions of his teacher; erase and interlineate. Rub out and rewrite, 
hut do not recopy. Generally, each child is encouraged to correct his 
own work. Once in a while, however, the teacher corrects the individual 
papers of the children, where needed, and then each child recopies his 
work from the corrected paper. 

Individuals of the class in the second year, may dictate to the teacher 
who writes their work upon the board. The class then copies the work 
from the board. By this method the more advanced pupils help the 
more backward ones. Also the teacher may dictate the work which is 
upon the board to the class. They write from her dictation, and thus 
learn simple punctuation and add new words to their vocabularies. In 
each dictated lesson the children should know definitely what the teach- 
er's aim is. Each pupil should know the form by which he is to be guided 
In his composition. The dictation exercises help to teach the formal 
facts of elementary composition. They are, legible penmanship, correct 
spelling, a fair degree of grammatical accuracy, the headings of letters, 
name and address, marginal lines, indentation, use of capitals, simple 
punctuation, paragraphing, abbreviations, forms of closing letters, folding 
letters, addressing envelopes, etc. 

To Summarize on Composition in the Primary Grades: 



PRIMARY GRADE COMPOSITION. 11 

It is both oral and written; the oral needs more emphasis; the writ- 
ten work will be crude; very little originality is desired; fix facts of 
form now; each composition to be very short; facility and clearness are 
ends to be sought now; use unlined paper and large, soft, lead pencils; 
make good use of the blackboard; children correct each other's wrong 
statements; oral recitation helps to organize a child's thought; form is 
taught principally by means of dictation exercises; in the interest of form, 
the thought and the language should be supplied the child; follow the 
law of haibit; Fairy Tales and Myths should be used; teacher watches 
for errors in copied work; reading lesson discussed; a young child is not 
supposed to "have something to say before he writes; child not to be cor- 
rected while he is expressing himself. 

Ends to be attained: 

1. Much more oral composition than is now done. 

2. Emphasize form in written work. 

3. Facility and correctness in oral expression are ends to be striven 
for. 

4. There should be some effort placed upon the organization of 
the child's thought. 

My choice of all texts that I know on this subject is Charles 
De Garmo's Language Lessons. 




Grammar Grade Composition 



Expression is composition. It is perfectly natural for a child to 
express itself. It is not only natural, but for full and complete intellect- 
ual development, it is absolutely necessary — "no impression without its 
appropriate expression." The child's habits of expression should become 
agreeable and conform to the usages established by custom. To be sat- 
isfactory, and effective in use, it must become an art. This refining pro- 
cess becomes the teacher's great task. Expression, or composition, in 
schools, should deal with the common experiences familiar to the child's 
life. The child can not express itself effectively concerning something 
about which it is not perfectly familiar. It likes to express itself about 
excursions over the fields, its games, what it has seen and done, etc. It 
likes to tell you what it knows and knows well. This natural liking to 
express itself should be taken advantage of by the teacher to train the 
child to organize its knowledge which will enable the child to effectively 
express itself. Disorganized knowledge can not be clearly nor interest- 
ingly expressed. 

The controlling idea in grammar grades' composition is the organiza- 
tion of the child's knowledge and its proper expression. Expression 
should 'be both oral and written; the oral should precede the written; 
both should be clear and interesting, and take on some of the qualities 
of elegance. If a child's expression be hazy, loose and scrappy, its 
knowledge is not organized. Good expression will follow well organized 
thought. Organization of thought, or knowledge, then becomes the 
grammar grade composition teacher's chief task. In fact there are but 
two lines of effort before the teachers of elementary composition, (1) 
that of form, or the simple mechanics of letter writing, and, (2) that of 
thought organization. The first should receive emphasis in the primary 
grades and the second in the grammar grades. The acquirement of the 
second is quite improbable, without its being preceded by the first. Or- 
ganization of knowledge is absolutely necessary to free and unhampered 
expression. Poor composition must always follow poor teaching. 

A fundamental idea in good composition is good form. Content 
must be organized, that is, arranged, interrelated, and made available 
for use; and this is possible only through the mastery of form, the me- 
chanics of composition. This sense of form is acquired through the read- 
ing of good literature, through outlining, through dictation exercise work, 
when properly done, and through intelligent practice in oral and written 
work. Composition need not be a separate, distinct study. All expression 



GRAMMAR G^ADE COMPOSITION. 13 



is composition. Whatever is poorly expressed is not well known. It 
needs to be better learned. The pupil's task, then, always, is to express 
himself clearly, concisely, and correctly. Such work is excellent compo- 
sition. Good story telling is just as important in the grammar grades; 
as in the primary grades. Faulty oral work is a more serious defect than 
poorly written work. The work should consist of short paragraphs and 
short, one-page themes, upon su'bjects entirely familiar to the child. 
That the proper sequence of facts may obtain, the pupil should be taught 
to see and arrange the topics in his theme in the best order in which they 
may be taken. Good grammar grade composition means good organiza- 
tion in form and in consent. Oral composition has to do especially with 
whatever has been poorly expressed in the class, with the end in view of 
putting it in better form. That, his attention may be focused upon 
form, when that is the end sought, thought and words should be supplied 
him. Otherwise he becomes confused, and, consequently, does poor work, 
and sooner or later, becomes discouraged, and wishes to drop out of school 
because of poor and unpsychological teaching. The child is in the right. 
Too often he is asked to do the impossible, like writing a theme on 
"His Summer's Vacation" or to learn form, originate thought, and supply 
language, in the same effort — all without help. So he fails; he always 
■has, and he always will under such unskilled guidance. Such work drives 
boys and girls away from school, out upon the streets, away from home, 
and into the factories. They dislike school and teachers, too many of 
them, for just such reasons as these. 

History gives practice in narration; geography and elementary 
science in description; arithmetic and history in exposition and argu- 
mentation. The child should be trained in these different kinds of ex- 
pression. The outline will usually be found helpful in this work. 
Pupils should write all kinds of letters. Books of business and social 
forms should be used by them as guides. In this work the child has at 
least four difficulties to contend with, (1) his lack of knowledge, (2) his 
inability to concentrate, (3) his lack of skill in form, and (4) his meagre- 
ness of a usuable vocabulary. His knowledge, then, must become definite, 
and the mechanics of simple letter writing must become fixed as habits. 
These attainments on the part of the pupil will depend in large part 
upon the skill and power of his teacher in this work. The written work 
must be about some little interesting event that happened in the child's 
life outside of school, or about some small phase of the child's school 
work which is clearly understood by the child. The subject treated 
should be very small in scope, but be an interesting event to the child. 
To ask a child to write about his summer's vacation is to reveal at once 
to him that his teacher is a bungler in her work. He is crushed by the 
impossibility of the task and loses confidence in school work. She had 
better have asked him to write about the little chicken fight which he 



14 GRAMMAR GRADE COMPOeiTION. 

watched with interest this morning at his home. Appropriate dictation 
Work should continue throughout the grammar grades for the sake of 
practice on form. Should it not be possible to complete a composition 
on one day, it should be continued from day to day until it is completed. 
However, each day's work should be criticised and corrected at that period 
on that day. 

A child should have something interesting to say; if it be interesting 
to him, without doubt, it will be interesting to others; it should be organ- 
ized in his mind and reduced to an outline; it should be written to some 
one; and great pains should 'be taken that it be written in the best form 
possible for him. If his composition emhody these factors, it will be 
readily seen that he has put forth faithful, honest, effort; and it at once 
becomes an interesting piece of workmanship. Always encourage the 
child in his work; always find something to commend. Criticise sug- 
gestively, kindly, and helpfully. Blue pencils and red ink are best not 
used. In composition that deals with facts, clearness is the chief essen- 
tial. A personal letter should be interesting. Composition requires in- 
tensive individual teaching. It should deal with all phases of a child's 
school work. Composition must be taught as a habit; one theme does 
not fix a habit; one correction will not remove a wrong habit nor establish 
a correct one. Constant watchfulness, much advice, suggestion, and cor- 
rection, given again and again, are absolutely imperative to the training 
of children in habits of good English. Success in this work means faith- 
ful, untiring, individual, teaching. There should be some definite com- 
position work by every pupil every day throughout the elementary school 
course. Not all composition work, however, should be the expression of 
the pupil's thought. Where the mechanics of composition is the pre- 
dominating factor, as it is in the first four years, in the written work, the 
child should not originate the thought, that is, he should not compose. 
Tlie child should write a good deal ^before he communicates. The state- 
ment, that "all composition is the expression of thought", is not true. 
It may never be entirely true throughout the grades. Where form is the 
end in view, that is, the simple mechanics of letter-writing, which should 
be the case in the early grades, the child has three difficulties to contend 
with, (1) thought, (2) language, and (3) form. The great ends in view 
in these grades are, the organization of knowledge, and its proper ex- 
pression in good form under the guidance of a skilled teacher with the 
end in view of developing the self-critical spirit in the child. The culti- 
vation and development of the self-critical spirit in the child is another 
very important factor. When this is realized, the pupil is then self- 
helpful, and the main work of composition has been accomplished. As 
are a child's habits of oral expression, so will his habits of written ex- 
pression tend to become. In the grammar grades, sentence structure 
should not receive much attention. Such work belongs to Rhetoric in 
the high school. Require clearness. 



GRAMMAR GRADE COMPOSITION. 15 

To Summarize on Grammar Grade Composition: 

Expression is composition; good expression is good composition; ta 
compose is to organize, to think connectedly; expression is natural; the' 
teacher's task is to refine; organization of knowledge is the root idea of 
grammar grade composition; organized thought seeks expression; the 
child stumbles over ill-possessed knowledge; what is not well said is not 
well known; the saying is a test of tl^e knowing; form is fundamental; 
form is order; the teacher faces three difficulties; viz., ignorance, unreadi- 
ness, and a confused wordiness; use some appropriate dictation work in 
these years for the sake of form; finish each day's work on that day; 
develop the self-critical spirit in the child; exercise care as to the choice 
of words, form and facts; clearness is essential when dealing with facts; 
anything personal sTiould be interesting; constant watchfulness, much 
advice, suggestion, and correction, given again and again, are necessary 
to the training of children in habits of good English; draw on the childs' 
experiences for material; good composition work requires much individual 
teaching; emphasize the use of good English always; clear expression 
means that the knowledge has heen well organized ; poor expression means 
that it has not; emphasize form in the early grades; supply language and 
thought in the early grades; emphasize the organization of thought in 
the grammar grades; do not tolerate slovenly work; write every day. 

My choice of texts is DeGarmo's language Lessons. 




Guide for High School Composition Work 



I. 'Grammatical Structure. 

Words — Sentences — Clauses — Phrases. 
Punctuation. 

II. Rhetoiical Structure. 

Subject — Predicate stand out. 
Short — Periodic — Parallel — Imitate. 
Unity - Emphasis - Coherent. 
m. Vocabuiai'y, 

Latin - Purposely use new words — Read much — Topical method. 
Look up meanings — 'Get exact word — Write much — Thorough 

discussions. 
Dictionary — Synonyms — Not too many words — Not too few. 

IV. The Paragraph. 

200 words; Single point, unity; Clearness, emphasis. 

Cohei'ence — Introductory paragraph or sentence. 

Chain - Summary — Know your subject - Restrict it - Be thorough. 

Treat fully what is important — Plan. 

V. Style. 

Clearness (Intellect) (Depends upon choice and arrangement of 
words.) 

Force (Emotions) (Interesting). 

Elegance (Taste) (Mechanics). 

Clearness. Understand subject — "Long and short of it" — Illustrate. 

Force, How acquired. 

By sympathy — By earnestness — By practice — By use of Figures 
Simile — Metaphor — Metonymy — Synechdoche — Personifica- 
tion — Apostrophe. 

Elegance. 

PenmansTiip — Punctuation — Neatness — Spelling — Margin - 
Mentation — No smartness, affectation, bombast, bravado, vulgar- 
ity, awkwardness, crabbedness, mawkishness, fussyness, slang, 

VI. Narration. 
Vn. Description. 
Vm. Exposition, 

Explanation — Clearness — Short and definite — Topic sentence — Sum- 
mary - Definite plan. 

IX. Argumentation. 

Prove - Define clearly — Logic - Authoritative - Facts - Great dif- 
ficulties - 'Be fair - Tell truth - Brief - Avoid religion, politics, 
and ethics, question of personal taste. 

X. Conjunctions. Use variety. 



The Teaching of Grammar 



By definition grammar is a description of those usages of the English 
language which are now approved by the 'best writers and speakers. The 
field of English grammar is limited to etymology and syntax. Etymology^ 
has to do with words, and syntax with sentences. Since English is prac- 
tically inflectionless, there is no basis for continuing the conjugation 
system in tlie moods and tenses. Because of their different forms for 
different cases, there is some reason for declining the personal pronouns. 

The rules of syntax are useless in English, since it is in the main an 
inflectionless language. They are a survival of Latin grammar. 

In the grades, the instruction should deal only 'with what is plain 
and simple. The controverted parts should be left out. In the eighth 
year a connection 'between grammar and literature should be established. 
This may be done, in part, by analyzing now and then, sentences whose 
construction may be more or less obscure. Sometimes it is well to 
analyze a whole paragraph or stanza. This will show that analysis is 
the great instrument of interpretation. 

There should 'be a great deal of drill upon the iiTegular verbs, upon 
shall and will, the personal pronoun, the passive voice forms, correct 
use of adverbs, conjunctions, and punctuation. 

Grammar gives us a knowledge of the facts and structure of language. 
Structure is learned fby analysis. EmpTiasis should be laid ,on this part 
of the work. 

The leading object in the teaching of English grammar is not to 
teach us to speak and write correctly. There are several purposes why 
we study grammar. Correctness is only one, and it is best attained 
indirectly. Grammar involves a vigorous exercise of the logical powers, 
analysis, abstraction, comparison, inference. It is the logic for the 
masses. To analyze correctly, one must think; hence, the study of 
grammar trains us to think. As said hefore, one should become ac- 
quainted with tlie structure of English. 'Grammar furnishes a standard 
of judgment in expression. 

The rules of grammar furnish a means for self criticism; as, for 
instance, in the case of the irregular verb or the personal pronoun. The 
study of grammar combined with that of literature enables children to 
outgrow some of their bad habits in speech, some of which are downright 
barbarisms and vulgarisms. 



18 THE TEACHING OF GRAMMAR. 

For some years mere authority must prevail, but in time the rule 
will play its part. 

The controlling factors in the use of English are imitation and habit, 
working through association and literature. Speech and writing are 
arts, and must be learned by speaking and writing. Rules help us in- 
directly to better speech and writing. Correct speech comes through 
the ear. The sound image is the great agent. Grammar has to be 
studied in and through sentences, and to be extracted from sentences by 
the pupil, if it is to be really taught. Today we depend largely on the 
instruction in composition and in literature for correctness in speech. 

Grammar should be taught both incidentally and systematically; also, 
it should be taught both inductively and deductively; each depending on 
the stage of the work. Most of the work in the elementary school should 
be inductive and systematic, wMch work should be followed by a deductive- 
course. 

The first step, the incidental, sTiould be carried on in connection 
with the work in composition and literature. 

The regular verb presents no difficulty for the child, but the irregu- 
lar verb is troublesome. Up to the seventh and eighth scTiool years, the 
work with the irregular verb should be done inductively and incidentally. 
Correct use at this stage is obtained largely by criticisms, example, and 
unconscious imitation, thus building up the habit of correct use. The 
end may be obtained by quite a different method after the child has 
reached the analytic stage in his school life. A list of fifteen or twenty 
of the more troublesome verbs may be placed before the pupil, giving the 
forms of each in the three tenses; viz., the present, the past, and the per- 
fect participle. Instead of using the tense terms, it may be more con- 
venient to use the expressions, first form, second form, and third form; 
as, see, saw, seen. 

The following table contains a list of the most troublesome verbs. If 
these be thoroughly mastered, the self-critical spirit will have been so 
well developed into a habit that errors in the use of the other verbs will 
not be likely to occur. 



First Form. 


Second Form. 


Third Form. 


begin 


began 


begun 


do 


did 


done 


drink 


drank 


drunk 


fly 


flew 


flown 


go 


went 


gone 


lie 


lay 


lain 


rise 


rose 


risen 



THE TEACHING OF GRAMMAR. 



19 



First Form. 


Second Form. 


Third Form. 


see 


saw 


seen 


shake 


shook 


sTiaken 


take 


took 


taken 


write 


wrote 


written 


lay- 


laid 


laid 


sit 


sat 


sat 


set 


set 


set 


swing 


swung 


swung 



The two principles, "The second form of an irregular verb is used 
in the past tense only," and, "The third form of an irregular verb is used 
in all perfect tenses, and in all forms of the passive voice," are good 
guides in this drill work. 

Buehler's "Practical Exercises in English" may be found to be very 
helpful on account of the amount of practice material that it contains. 

If a pupil says, I seen it, or I have saw it, ask him to justify the form 
of the verb used in the light of the a.bove principles. By doing this a few 
times, he learns to choose with care the form of the verb used, thus form- 
ing a habit of correct speech with respect to tense forms. 

Again, should the pupil say, "The water is all drank up", call his 
attention to the fact that the sentence is in the passive voice. He should 
know by this time the different forms of the verib "Be" — is, are, am, was, 
were; the three forms of the irregular verbs; and what a transitive verb is. 

So, knowing these, it should 'be an easy matter for him to know when 
a verb is in the passive voice, that is, when some form of the verb Be is 
joined to the third form of a transitive verb. (Metcalf's English Gram- 
mar p. 153.) The cMld should learn the definition for the passive voice. 
He will see by the definition that the verti drink is a transitive verb, also 
that the verb Is, is one of the forms of the verb Be. The definition states 
that the third form of the verb should be used with some form of Be to 
form the passive voice; therefore, the sentence should read. The water Is 
all drunk up. It is because of the possibility of the error of using the 
second form instead of the third in the passive voice that the subject 
needs some careful attention on the part of both teacher and pupils. 
Generally, grammar grade pupils, and many times those of higher grades, 
do not know when a sentence is in a perfect tense. They need to be told 
that the auxiliaries have and has, when used in a sentence, put it in the 
present perfect tense, and that had is the sign of the past perfect tense. 

By reference to the second rule given above, it will be seen that the 
third form of an irregular verb is used in all perfect tenses. 

The science of grammar belongs rather to the higher than the lower 
grades. The sulsject and predicate should ^be taught in the fifth school 



20 T HE TEACHING OF GRAMMAR. 

year. This is a very imiportant step. In the sixth year, the principal 
parts of speech may he taught; and, also, the easy and most common 
modifiers; such as, phrases, clauses, adjectives and adverbs. This work, 
is inductive. The pupil should learn many of the chief facts relating to 
inflection and to syntax in the elementary school from the fourth school 
year up. The work should be done systematically. Grammar should be 
made a separate and systematic study for about one year. Possibly a 
very good time in favora'ble cases is to take a part of both the seventh 
and eighth years for this intensive work. At other times it should he 
taught incidentally. If conditions should not be favorable, it might be 
best to spend the time in grades seven and eight in the study of litera- 
ture and composition and the inductive study of grammar in connection 
with them. In such a case, grammar should be taken up deductively in 
the first year of high school work. 

I. What to teach, and what to omit. 

a. The point of view is to develop thought power, 
lb. Omit Orthography and Prosody. 

c. Omit the verb conjugations. 

d. Omit the rules of Syntax. 

e. Omit Concord, Government. 

f. Omit Order, and elliptical sentences. 

g. Omit controverted parts. 

h. Emphasize sentence structure 
Clauses — phrases. 
Omission of verb. 
Omission of principal clause. 
Omission of essential words. 
Participle phrases out of place. 
Comma Sentence. 

i. Analyze considerably. 

j. Show relation between Grammar and Literature, 
k. Drill much upon the irregular verb, shall and will, passive voice 
forms, punctuation, adverbs, conjunctions and the verb "Be". 
1. Teach thoroughly: 

1. The elements of a sentence. 

2. Classification of sentences. 

3. Punctuation, and analysis of sentences, 
m. Drill upon phrase and clause modifiers. 

n. The seeing of relations is the essential thing. 

n. The reasons why It should, be taught. 

a. The leading object is not that it teaches us to speak and write 

correctly. 
h. We should know the structure of English. 



THE TEACHING OF GRAMMAR. 21 

c. It is the logic of the masses; hence, it trains us to think. 

d. It is a standard of judgment in expression. 

e. It furnishes a means for self criticism. 

f. It, in part, telps us to outgrow the vulgarisms and barbarisms 
learned in childhood. 

m. How it should be taught. 

a. Imitation and habit, working through association and literature, 
lb. Correct speaking and writing must be learned by practice in both. 

c. Indirectly by rules. 

d. Through sentences. 

e. In connection with Composition and Literature. (Incidental.) 

f. Both incidentally and systematically. 

g. Inductively and deductively. 

h. By drill on troublesome, common expressions. 

IV. When It should be taught. 

a. Begin in the fifth year. Teach the subject and predicate. 

"b. In the sixth year, teach the parts of speech, and also the easy and 

common modifiers, 
■c. Make the work deductive in the seventh year. 
d. Combine it with literature in the eighth year. 




Practical Grammar 



Points to Emphasize in Eighth Year, 

Theme Work. 

Irregular Verbs. 

Personal Pronouns. 

The Possessive Case. 

Shall and Will. 

The Verb "Be". 

Definitions. 

Infinitives and Participles. 

Adverbs. 

Adjectives. 

Analysis. 

Sentence Structure^ — ^Clauses, Phrases, Conjunctions. 

Passive Voice Forms. 

Punctuation. 

In theme work, the pupil and the teacher together may choose the 
subjects. 

Other than the above, touch the balance of the subject lightly. 



Theme Writing 



Write about something that was interesting to you at the time it 
took place. Just let it be any commonplace experience or event. Write 
it naturally. Write it just as you would talk it to a friend. Think it 
happily, and say it clearly and interestingly with your pencil or pen. 

Of course there are certain conventional forms that this written con- 
versation is required to take on. For instance, it must Tiave a name. 
The name is the title which should be written about one-eighth of the 
distance below the top of the page in the middle from side to side. The 
first paragraph should begin about the same distance below the title and 
about one-fourth of the distance from the left edge. The spelling should 
be good; sentences must be punctuated correctly; they should be correct, 
grammatically; the penmanship should be plain; each paragraph should be 
indented; capital letters should be used correctly. 

Form is of first importance until it is learned. The mechanics of ele- 
mentary composition are: 

Legible penmanship. 
Correct spelling. 
Simple punctuation. 
Capitals. 
Margin lines. 
Correct grammar. 
Abbreviations, 
Paragraphing. 
Heading of a letter. 
Closing of a letter. 
Addressing an envelope. 
Folding a letter. 

Write about your work — how you did it — what you made — diflicul- 
ties you met with — wliat you learned, etc. 

We learn form by written practice in form. One thing at a time is a 
very good plan. Difficult subjects in content should not he attempted until 
form is practically mastered in its elementary parts. 

If a boy is using tools he may describe one, or tell how to sharpen or 
use it, or he may discuss some phase of his work. 

If a girl is cooking or sewing, let her discuss some phase of her work 
in like manner; 'but all the while, the written work must take on the con- 
ventional forms whicTi are required by the "mechanics of letter writing". 



24 THEME WRITING. 



Only such parts of the work that are clearly understood should be dis- 
cussed in written form. Attempt nothing that is hazy in the mind until 
it is made definite and clear. 

The teacher should show the pupil good models, and insist that the 
work be done with painstaking care as to details in form. Form must be 
Insisted upon at first in composition just as it is in spelling. Content is 
not important at all until form is fixed into a haJbit; then content should 
receive the attention, but not till then. Form always, hefore content in 
both composition and spelling until it becomes fixed more or less as a 
ha,bit. 

To correct a composition, direct each pupil to read his theme silently, 
to see if he has said all he wants to say on that subject. See if each sen- 
tence has one central thought; whether there are any mistakes in spell- 
ing, punctuation, capitals, margin lines, indentations, title, etc. 

The pupil is to consult texts and ask the teacher for help at any time, 
concerning the work. Correct all mistakes as they are found. Correct 
'by erasures and interlineations. 

The teacher should always find something good in every theme, and 
mention it. Pupils should learn to avoid the errors they are constantly 
called upon to correct. Unless in extreme cases, it seems unnecessary to 
ask a pupil to rewrite a theme. Look for one error at a time. 

Some teachers do all the correcting themselves. This does not seem 
to be the best way. It seems best that the pupil develop the self-critical 
spirit under the teacher's guidance. The self-critical spirit in the indi- 
vidual is the great end in view after all. Without this, nothing of per- 
manent value has been attained: with it, much. 

When a pupil expresses a judgment orally, one of his own, ask him 
to put it on paper at once. That is a theme of the hest kind. 



A Plan for the Correction of 
Composition Papers 



(a) Allow tbe class from fifteen to twenty minutes to write on a 
subject, selected from the class 'work of some preceding lesson. 

Cb) Then each pupil is asked to read, silently, his own composition 
to discover whether all he has to say on that subject is contained in the 
paragraph. If he finds his work faulty, he is told to correct it at once, 
by erasing and interlining, and adding to. 

(c) Then the pupils are told to read their compositions a second time 
to determine, (1) whether each sentence has only one central thought; 
(2) whether the sentences are well constructed or not; (3) whether there 
are any mistakes in capitalization or punctuation; and (4) to see that 
every word is properly spelled. 

In making these investigations, the pupil is to have the free use of 
his texts and should be encouraged to apply to the teacher for counsel 
and assistance. All mistakes are corrected as they are found. 

The reading aloud of two or three compositions each day and the 
questions referred 'by the pupils to their teacher, show how well the 
work of correction has been performed. 'By this method the majority 
of pupils acquire facility in correcting their own errors. By looking for 
one kind of an error at a time, nearly every important one is detected 
and corrected. With practice, 'Children soon learn to avoid the errors 
they are constantly called upon to correct. 

In the common schools 15 minutes is sufficient to do this work in. 
Except occasionally, the compositions are not to be copied off after the 
corrections are made. As said before, the corrections are to be done by 
erasures and interlineations. 

Under 2 in "c". 'Sentence 'Structure. 

The most important points in sentence structure to be regarded are 
the following: 

a. Omission of verb. 

b. Omission of principal clause. 

c. Omission of essential words. 

d. Participial phrases out of place. 

e. The comma sentence. 



How to Teach Spelling 



Each pupil in the class takes his spelling book, and opens it to the 
lesson that is to be assigned. 

chevalier diyersion 

equation mucilage 

paregoric Vladivostok 

presidential separate 

tragedian Caribbean 

naphtha cannibal 

coupon epaulet 

sacrifice manageable 

badinage accommodate 

recommend calendar 

Mediterranean indelible 

Philippines exhilarate 

The teacher pronounces the first word in the lesson clearly, dis- 
tinctly, and correctly, then the class pronounces it with distinctness and 
in concert. Each word in the lesson is pronounced in this way. In 
this pronouncing work the teacher calls attention to any diflicult part in 
any word in either pronunciation or in spelling; as, chevalier (shev), equa- 
tion (shun), paregoric (short a, short o), presidential (shl), tragedian 
(one dot above a) in pronunciation, and separate, calendar, 'believe, re- 
ceive, indelible, recommend, accommodate, Carribbean, cannibal, in spell- 
ing. Pronouncing the words correctly, and carefully observing the form of 
each, with especial emphasis being placed upon the difficult parts, help to 
fix a distinct image of each word in the cMld's mind through both ear and 
eye. This pronouncing and close observing work requires about two 
minutes. The class immediately writes the lesson from the teacher's 
pronunciation, in two or three minutes. 

Without pronunciation, the teacher then spells aloud each word to 
the class, when each pupil criticises his own work, and indicates by a 
<;heok-mark each word missed. This step requires one minute. Each 
•pupil immediately indicates in 'his speller the words that he missed by 
checking eacTi with his pencil and underlining the letter or letters which 
lie had wrong. This step will require about one minute. 

It will be observed that the work done thus far has been the assign- 
ment of the lesson. Experience teaches that a part of the mem'bers of the 
class will have mastered the entire lesson by this time; fhe others, how- 
ever, will ordinarily not have learned one or more words. We will sup- 



HOW TO TEACH SPELLING . 27 

pose a pupil has not learned, from one to five words in the assignment of 
the lesson. These, then, are all that he needs to prepare on for tomor- 
row's lesson. In the test, just made, he has shown that hie can spell the 
balance of the lesson; and, thereforey does not need to study the words 
which he can spell, hut only those whose spelling is uncertain to him. His 
task is thus made definite and easy. His attention is not only called to a 
hard word, but to a particular part of the word, which enables him to 
focalize his attention on the part that troubles him; thereby, in all prob- 
ability, quickly mastering it. 

Experience teaches that in nearly all cases the missed words can be 
learned in five minutes; the assignment requires seven minutes, and to- 
morrow, the recitation should be completed in five minutes. So the as- 
signing, studying, and reciting of a spelling lesson should not require 
more than seventeen minutes a day in grades five, six, seven and eight. 

In the final test, two minutes should be given to the written work; 
two, to the criticism part; and one to writing on the stub of the spelling 
pad the words that have been missed, after which the class is ready for 
another assignment for the following day. 

The assignment when properly done is a very important part of the 
lesson. It is here that time and efficiency are gained. Most of the re- 
sponsibility in the matter of good spelling rests upon the teacTier. 
Teachers should stidk to the spelling book; it should be mastered. Some 
teachers try to follow the plan of collecting words every few days from 
other studies; as geography, history, grammar, etc., to be learned. This 
plan makes a text book builder of the teacher. This she has neither the 
time for, nor the ability to efficiently do. The selection and grading of 
words had 'better be left to the specialist. 

Spelling should be written. 

Some say that a child should always know the meaning of a word 
before he tries to learn its spelling. There is no objection to a child's 
knowing fhe meaning of a word but on' account of waste of time, and 
because of divided attention, there is objection to the child's looking up 
and learning the meaning of words in the spelling lesson. The meaning 
of words should be learned and used in connection with the composition 
work.* The meaning of many of the words in the spelling lesson will 
have been acquired "by the pupil in his reading. The teacher may briefiy 
illustrate, by a sentence, the meaning of a new word. This introduces the 
■pupil to the word, as it were, which is all that is necessary so far as its 
spelling is concerned. The writer can spell badinage but he cannot use it. 
For a long time he could spell dodecahedron, but he did not know its ex- 
act means. Just now, he can spell synclinoriiun, (but he can not define it; 
he has never used these words in sentences. The meanings can be ac- 
quired in a very short time when needed. He already has their spelling,, 



28 HOW TO TEACH SPELLING. 



and is ready to write and use tliena correctly as soon as their meanings 
are known. 

That which needs emphasis is form, not use. A teacher wished the 
class to use toward in a sentence. A boy wrote, "I tored my pants." 

In primary written composition, iona should precede content. As it 
is in com.position, so it is in spelling. Form is not necessarily dependent 
upon meaning. To illustrate, how does the meaning of the word separate 
Tielp to determine whether the heavy letter should 'be an a or an e. 

It will be seen that seventeen minutes a day means that not over one 
and one-half hours a week are to be devoted to the spelling lesson on the 
part of the pupil. More than this is time misused. The above estimates 
have been made on a 'basis of twenty-four words a day. In the lower 
grades, ten words may be found to 'be enough. The speller should be 
used in all grades, from grade one, up. As to method in the 'beginning, 
the teacher should write the words upon the board one at a time. The 
children write each word as did the teacher. The teacTier then covers the 
words she wrote upon the board, and pronounces them to the class. The 
children write the words. The teacher then uncovers the words upon the 
"board, and the children compare their work with hers, and correct any 
errors which may have been made. 

'&pelling is exact observation plus down-right, aribitrary memory. 
The teacher should lead the child to carefully observe the form of the 
new and difficult words in the spelling ibook. This will tend to cultivate 
in him a self-critical hahit which will lead liim to closely ohserve the 
spelling of new words which may be met with elsewhere. 

Pupils should not he 'burdened with dictionary work. Meaning, 
markings, accent, sylla'bication, derivation, etc., are helps when kept in 
subordination, but there is danger of their over-emphasis to the neglect 
of spelling. A little of this work may be safely done from day to day, 
say from two to five words, but to require mucTi is to confuse the child. It 
divides the attention, the result of which is poor spelling. The use of 
words belongs to composition instead of to spelling. It has already been 
said that the class should use spelling pads that have a stub end for the 
mis-spelled words. Each pupil, individually, should be reviewed occasion- 
ally upon the words he has missed during the term or year. 

In the writer's judgment, the 'Chief object sought for in spelling is 
the correct written spelling of words, from the first, apart from meaning, 
syllahication, accent, derivation, oral spelling, etc. These divide the at- 
tention from the written form. 

The way to learn to spell is to observe closely the form of a word 
and, 'by sheer effort of memory and drill in writing it, fix that form in 
the mind. 



HOW TO TEACH SPELLING. 29 

Syllaibication in long and difficult words sTiould be emphasized as an 
aid to the ear to help in the imaging of the word. Teachers should 
carefully prepare on the spelling lesson in advance, with reference to cor- 
rect pronunciation and difficult parts. Most poor spelling is due to one 
of three things; the teacher is uninformed as to t'he right method, or she 
is not prepared on the lesson, or she is indifferent. Sometimes careless- 
ness may be found in either the teacher or the pupil, or both. A careless 
teacher may easily start a habit of carelessness in a child when it is begin- 
ning to learn to spell. Great care should be taken to establish, early, the 
habit of careful observation as to the exact form of words. 

Synonyms, prefixes, and suffixes may be studied with much profit in 
years seven, eight, and nine. As to rules, James A. Garfield once said: 
"Who ever learned to spell Iby rule?" It may be all right, for a time, to 
have a few rules for spelling, as a means to an end, but, after all, spelling 
is a matter of arbitrary memory in written practice. Close attention 
should be given to spelling in all composition work. 

* The writer discusses this phase of the work in his treatment of 
composition. 




A Discussion of the Public Library 



Wisconsin has a fine library system developed in the form of splendid 
libraries, rules and regulations, a corps of trained librarians, a superior- 
cataloguing system, etc. In fact, Wisconsin leads in library work. But 
the scheme has not worked out entirely along the lines which the original 
promoters hoped for. The original thought was that the pu'blic library 
should reach the whole of the people, which, thus far, has not been 
fully realized, though we may hope that we are moving in that direction. 
What the people need, the common people, the laboring people, the me- 
chanics, the masses, the people who have not much extra time in life — is a 
library system that has a strongly democratic organization. The library 
today presupposes on the part of those who use it some spare time. But 
a laborer and his wife who toil ten or fifteen hours a day can not go to 
the library to draw a book and read it and return it. They have not 
the necessary time. The people in the state who use the public libraries 
most, have the time to do so. They are the minority as to numhers. The 
great mass, the majority of our people have but little spare time, and do 
not use the puhlic libraries nearly so much as they should. The sugges- 
tion is that the library be taken to the people by some person who under- 
stands both the people and books. He takes these books to the people 
who should read them; shows them how to read them; is careful that the 
books are not lost, and when they are read, sees that they are returned. 

A book is taken into a home where the mother is busy with her daily 
home tasks. The hook, we will say, is Jane Addams' "Democracy and So- 
cial Ethics" which contains one chapter entitled "Household Adjustment". 
The librarian is desirous that this mother read this chapter. It may he 
impossible for her to find the time and energy to read it for some con- 
siderable time. The hook should he left in her home say a month and, 
if necessary, longer, thereby breaking the fourteen day limit. The rules 
and regulations should be adapted to the needs of the people reading the 
books. The common people can hardly be expected to adapt themselves 
to all the present library rules and regulations. In fact, if this scheme is , 
to be of service to the toiling people, the present system of rulesi and 
regulations must be modified. 

The practice of sending a box of books into a factory is not sufficient. 
That presupposes that the workman will come to the box to select a book 
and that he knows how to select a book. That presupposes an interest 
on his part in hooks. These presuppositions are in a large measure un- 
true. On the contrary, the workman must be studied, and the book. 



A DISCUSSION OF THE PUBLIC LIBRARY 31 

must l3e studied. The library specialist should know what particular books 
would be of service to that particlar man, and furthermore, the specialist 
should know what particular chapters in these books will meet the partic- 
ular needs of some particular workman. So the specialist selects the books, 
, selects the workman, selects the chapter and selects interesting passages in 
that chapter whic'h he points out to this individual worker, thereby getting 
him started to be interested in a book. The library habit on the part of 
the masses does not yet exist. It must be built, it must be developed, and 
that is the work of the library specialist. 

Jane Addams understands the needs of the common people. They love 
her writings. Also they delig'ht to read such books as "The Woman Who 
Toils," "The Long Day"; Jacob Riis' Books; Hunter's "'Poverty"; Spargo's, 
"The Bitter Cry of the Children"; Salmon's, "Domestic Service"; Clark's, 
"Trust Problems". Such books as these are the 'books that the 'Common 
people will read — ^books that treat of great social and economic proiblems 
in simple, concrete terms. This is one way of enlightening the masses. 
One great difficulty is to get books that are written to the people. It 
would seem that this great task must be done through the influence of 
the library system. Take such a book as Dr. Ross' "Sin and Society" and 
■have it written to the people like Jane Addams writes, and they will read 
it and it will help them. These people cannot help themselves: — they will 
not. They must be helped before they can act right in and on their en- 
vironments, which must be understood by them. These environ- 
ments cannot be understood toy them unless they can be made more in- 
telligent. This reading will show them how to vote in their own interests; 
sTiow them how to help themselves; show them many injustices by which 
they are surrounded; and will show them how to solve those injustices 
both for themselves and for their children. This reading will show 
them how to more intelligently bring up their children; it will enable 
them to understand! the simple truths in such great problems as child 
la)bor, white slavery, more leisure, the importance of being a student, 
trust problems, etc. 

The great mass of people is not ignorant of their own deliberate 
choice. They are ignorant because of conditions. The ideas contained in 
books are sealed to these people. These ideas: cannot toe taken to the 
common people by word of mouth — the task is too great. It would seem 
that the only possible way of getting the stores of knowledge contained in 
tooaks to the people is toy having them rewritten in plain language and 
scattered among the people. 

The libraries have many toooks treating of social, economic, scientific, 
and industrial phases! of life, tout these toooks are written for university 
■students and people of a consideraible degree of education. They are 
teclinical and are written in such a way that the average man and woman 



32 A DISCUSSION OF THE PUBLIC LIBRARY. 

cnnnot understand them and do not get interested in them. The common 
mind is not much interested in statistics and technical terminology. It is 
after large truths simply told. The common mind is interested in the 
great social problems, if these are presented simply and plainly so that 
it can grasp them. One great difficulty which has been experienced in this 
work has been- to get suitable material put up in suitable form. 

The subject library system is being developed in the state university 
under the direction of Miss A. L. Scott in the extension department. This 
plan promises to meet the situation in part very effectively by collecting 
from many homes current periodical material, classifying it, putting it up 
in suitable form, and distributing it wliere it is needed.. 

To summarize, it would seem that, first, books treating of social 
and economic questions should be rewritten in such form that the com- 
mon mind can comprehend their teachings. Second, the public library 
system should take on a more democratic form of administration than at 
present obtains. Third, the present system of library rules and regula- 
tions should be modified to meet actual conditions; to-wit, these people 
should not be fined for the retention of books over time. That matter 
should be left to the specialist to adjust. As to time, some persons may 
require a considerable length of time to read a book. Duplicate copies 
of certain books will be needed. FourtTi, in every city in America where 
there is a public library there is urgent need of a library specialist, whose 
'business it would be to carry portions of the library to the common people, 
and to carry them back to the library building, or to see that it is done; 
and whose business it would be to study the laboring, toiling classes, and to 
know their needs. Fifth, the children in the laborer's home, in the pov- 
erty Tiome, in the delinquent home, very likely do not use the public 
library. Their reading is trashy — much of it is wicked and vile. They do 
not know such books as "Little Men", "Little Women", "Toby Tyler", 
"The Lives of the Hunted", "Grimm's Fairy Tales", and so on. It should 
Tje the librarian's lousiness to see that these children do read such books, 
and that such books are taken into these homes, and put into the hands of 
these children. This can "he done through the library specialist. 



ERRATA. 

Page 27. — The second word in third line from 
bottom of page should read "meaning." 



LIBRftRY OF CONGRESS 




021 728 850 2 M 




